CPE

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THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT Libardo Gonzalez Alvarez CURRENT METHODOLOGICAL APPROACHES IN TEFL 1

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Definition of CEF /CEFR “the CEFR is a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe” knowledge skills CHAPTER 1 2

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DEVELOPMENT "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification“ (1991, Rüschlikon, Switzerland) Common European Framework for languages European Language Portfolio 3

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AIMS OF THE CEFR (within the language policy of the Council of Europe) CHAPTER 1 • To equip all Europeans for the challenges of intensified international mobility and closer co-operation not only in education, culture and science but also in trade and industry • To promote mutual understanding and tolerance, respect for identities and cultural diversity through more effective international communication • To maintain and further develop the richness and diversity of European cultural life through greater mutual knowledge of national and regional languages, including those less widely taught • To meet the needs of a multilingual and multicultural Europe by appreciably developing the ability of Europeans to communicate with each other across linguistic and cultural boundaries • To avert the dangers that might result from the marginalisation of those lacking the skills necessary to communicate in an interactive Europe. 4

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APPROACH ADOPTED CHAPTER 2 Action-oriented approach Users and learners=“social agents” TASKS Emotional resources Cognitive resources Volitional resources SOCIAL CONTEXT 5

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CHAPTER 3 COMMON REFERENCE LEVELS 6

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CHAPTER 3 7

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CHAPTER 3 8

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CHAPTER 3 9

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CHAPTER 3 10

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CHAPTER 4 LANGUAGE USE AND THE LANGUAGE USER/LEARNER 1. The context of language use a. Domain Personal Public Occupational Educational b. Situations -locations -institutions -persons Objects Events Operations - Texts d. The user/learner’s mental context e. The mental context of the interlocutors c. constraints Physical conditions Social conditions Time pressures 11

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2. Communication themes CHAPTER 4 12

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3. Communicative tasks and purposes In the personal domain In the vocational domain (work) In the educational domain Ludic uses of language Aesthetic uses of language CHAPTER 4 13

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4. Communicative language activities and strategies Productive Receptive Interactive Mediating Non-verbal communication -Oral Written Audiovisual CHAPTER 4 14

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5. Communicative language processes CHAPTER 4 15

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CHAPTER 4 16

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6. Texts Texts and media Media types Text types Activities CHAPTER 4 17

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CHAPTER 5 THE USER/LEARNER'S COMPETENCES 1. General Competences -Declarative knowlegde (savoir) - Knowledge of the world - location/institutions/organisations - entities and their properties - Sociocultural knowlege -everyday living Living conditions - Interpersonal relations - Values, beliefs and attitudes - Body language - Social conventions - Ritual behaviour - Intercultural awareness What learners have to know 18

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CHAPTER 5 1. General Competences (II) Skills and know-how (savoir -faire) Practical skills Social skills Living skills Vocational skills Leisure skills - Intercultural skills What learners have to do 19

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CHAPTER 5 1. General Competences (III) Existential competence (savoir-être) Attitudes Motivation Values Beliefs Cognitive styles Personality factors Learners’ features 20

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CHAPTER 5 1. General Competences (IV) Ability to learn (savoir-apprendre) Language and communication awareness Phonetic awareness Study skills Heuristic skills What learners have to learn 21

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22 2. Communicative Language Competences CHAPTER 5 Linguistic Competences Lexical Competence Grammatical Competence Semantic Competence Phonological Competence Ortopeic Competence Sociolinguistic Competence Linguistic markers of social relations Politeness Folk wisdom Register Dialect and accent Pragmatic Competence Discourse Competence Functional Competence

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CHAPTER 6 LANGUAGE LEARNING AND TEACHING Processes of language learning and teaching Relation between acquisition and learning Nature and development of plurilingual competence Methodological options of a general or more specific kind, in relation to the categories set out in Chapters 3 & 4 23

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CHAPTER 7 TASKS AND THEIR ROLE IN LANGUAGE TEACHING This chapter examines in greater detail the role of tasks in language learning and teaching, in terms of: - Task description Task difficulty Taks performance 24

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CHAPTER 8 LINGUISTIC DIVERSIFICATION AND THE CURRICULUM This chapter is concerned with the implications of linguistic diversification for curriculum design and considers such issues as: plurilingualism and pluriculturalism plurilingualism and pluriculturalism principles of curriculum design curricular scenarios life-long language learning 25

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26 CHAPTER 9 ASSESSMENT

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BIBLIOGRAPHICAL REFERENCES Council of Europe(2001): Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press. [also available in: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf, (9/5/08)] González Porto, J (2005): Una visión del Marco Común de Referencia para las lenguas a través de mapas conceptuales. En: Glosas Didácticas, Revista electrónica internacional [disponible en:http://www.um.es/glosasdidacticas/GD14/02.pdf (9/5/08)]